AbstractThere have been calls in the field of applied linguistics for a reconceptualization
of language learning using plurilingual ideologies rather than monolingual ones
originating with the European nation state (Cenoz & Gorter, 2015; May, 2014; Ortega, 2013). Although plurilingual ideologies of language learning have long
existed in highly multilingual contexts (Makalela, 2017), they have gained little
traction in U.S. second language classrooms (Anya, 2017; Kramsch & Huffmaster,
2015; Levine, 2011). This chapter analyzes U.S.-Arabic language learners
participating in telecollaboration and study abroad contexts to demonstrate how
monolingual ideologies of language shaped learner expectations for monolingual
immersion in these environments. However, these expectations were not met in
the plurilingual reality of these contexts, where translanguaging practices prevailed,
causing students to express shame and frustration at their failure to be
monolingual. I argue that it is necessary for language programs to adopt plurilingual
pedagogies that recognize translanguaging practices as the norm to prepare
learners to engage in plurilingual environments outside of the classroom.
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